What Does Rapid Naming Tell Us About Dyslexia? ¿Qué Nos Cuenta El Nombramiento Rápido Sobre La Dislexia? O Que a Nomeação Rápida Nos Diz Sobre a Dislexia?
Total Page：16
File Type：pdf, Size：1020Kb
What does rapid naming tell us about dyslexia? ¿Qué nos cuenta el nombramiento rápido sobre la dislexia? O que a nomeação rápida nos diz sobre a dislexia? SUSANA ARAÚJO* AND LUÍS FAÍSCA** University of Algarve, Faro, Portugal KARL MAGNUS PETERSSON*** University of Algarve, Faro, Portugal Karolinska Institutet, Stockholm, Sweden Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands Radboud University Nijmegen, Nijmegen, the Netherlands ALEXANDRA REIS**** University of Algarve, Faro, Portugal Abstract particular the inter-item pause time, for high-frequency word reading compared to pseudoword reading in de- This article summarizes some of the important fin- velopmental dyslexia. Altogether, the results are more dings from research evaluating the relationship between consistent with the view that a phonological component poor rapid naming and impaired reading performance. alone cannot account for the rapid naming performance Substantial evidence shows that dyslexic readers have in dyslexia. Rather, rapid naming problems may emerge problems with rapid naming of visual items. Early re- from the inefficiencies in visual-orthographic processing search assumed that this was a consequence of phono- as well as in phonological processing. logical processing deficits, but recent findings suggest Keywords: Dyslexia, rapid naming, phonological pro- that non-phonological processes may lie at the root of cessing, double-deficit. the association between slow naming speed and poor reading. The hypothesis that rapid naming reflects an Resumen independent core deficit in dyslexia is supported by the main findings: (1) some dyslexics are characterized by En este artículo se sintetizan algunos de los resultados rapid naming difficulties but intact phonological skills; más relevantes de la investigación destinada a evaluar (2) evidence for an independent association between la relación entre problemas en el nombramiento rápi- rapid naming and reading competence in the dyslexic do y las diferencias individuales en el rendimiento de readers, when the effect of phonological skills was con- lectura. Una evidencia considerable muestra que los lec- trolled; (3) rapid naming and phonological processing tores disléxicos tienen problemas en el nombramiento measures are not reliably correlated. Recent research visual rápido. Las investigaciones iníciales atribuían also reveals greater predictive power of rapid naming, in esta dificultad a déficits en el procesamiento fonológico, * Susana Araújo is a Post-Doc student in the Cognitive Neuroscience Research Group, Centre for Molecular and Structural Biomedicine/Ins- titute for Biotechnology and Bioengineering, Universidade do Algarve. Her research is focused on reading and language development. ** Luís Faísca is assistant professor in the Psychology Department at Universidade do Algarve, Portugal. His main research interests include- reading and language development, memory, and quantitative analysis of behavioural data. *** Karl Magnus Petersson is assistant professor at Universidade do Algarve, a senior scientist at the Max Planck Institute for Psycholinguistics, a research fellow at the Donders Institute for Brain, Cognition and Behavior, and a senior lecturer at the Karolinska Institutet. His research is focused on the cognitive neuroscience of language, reading, and writing and learning and memory, using PET, fMRI, TMS, EEG, and eye- tracking. **** Alexandra Reis is associate professor at Universidade do Algarve. Her research has focused on the cognitive neuroscience of reading and writing and literacy and illiteracy. She has investigated these research topics with cognitive–behavioral, anatomical, and functional neu- roimaging methods. Correspondence should be addressed to Alexandra Reis, Departamento de Psicologia, Faculdade de Ciências Humanas e Sociais, Campus de Gambelas, Universidade do Algarve, 8005-139 Faro, Portugal (E-mail: [email protected]). Avances en Psicología Latinoamericana/Bogotá (Colombia)/Vol. 29(2)/pp. 199-213/2011/ISSN1794-4724-ISSNe2145-4515 < 199 <What does rapid naming tells us about dyslexia? pero los hallazgos recientes sugieren que los procesos se controlou o efeito das habilidades fonológicas, 3) a no-fonológicos pueden estar en la raíz de la asociación execução em tarefas de nomeação rápida e nas medidas entre pobres habilidades de nombramiento rápido y el de processamento fonológico não estão relacionadas de rendimiento al leer. La hipótesis de que problemas de forma confiável. Os dados revelaram, igualmente, que nombramiento rápido en la dislexia representan un dé- a velocidade ao nomear, e em particular, o tempo de ficit central independiente parece estar apoyada por:1) pausa entre estímulos na nomeação rápida, parece ser algunos lectores disléxicos presentan problemas para el um preditor mais robusto da leitura de palavras de alta nombramiento rápido pero intactas habilidades fonológi- freqüência que da leitura de pseudopalavras na dislexia. cas, 2) evidencia de una asociación independiente entre Em conjunto estes resultados são congruentes com o el nombramiento rápido y la competencia de lectura en postulado de que o componente fonológico por si só não lectores disléxicos, cuando se controló el efecto de las explica os problemas de nomeação rápida na dislexia, habilidades fonológicas, 3) la ejecución en tareas de senão que as dificuldades nesta tarefa podem surgir da nombramiento rápido y las medidas de procesamiento ineficiência de ambos os tipos de processamento: fono- fonológico no se encuentran relacionadas de forma fia- lógico e visual-ortográfico. ble. Los datos revelaron, así mismo, que la velocidad al Palavras chave: dislexia, nomeação rápida, processa- nombrar, y en particular, el tiempo de pausa entre estí- mento fonológico, duplo déficit. mulos en el nombrado rápido, parece ser un predictor más robusto de la lectura de palabras de alta frecuencia que de la lectura de pseudopalabras en la dislexia. En Introduction conjunto estos resultados son congruentes con el pos- tulado de que el componente fonológico por sí solo no Over the years, the most accepted explanatory explica los problemas de nombramiento rápido en la framework for dyslexia, the phonological deficit dislexia, sino que las dificultades en esta tarea pueden hypothesis, theorizes that this disorder is caused surgir de la ineficiencia de ambos tipos de procesamien- by a specific deficit within the phonological pro- to: fonológico y visual-ortográfico. cessing system (Vellutino & Scanlon, 1987; Ramus Palabras clave: Dislexia, nombramiento rápido, proce- et al., 2003). The theory posits that phonological samiento fonológico, déficit doble. encoding and retrieval deficits are the underlying sources of reading difficulties in subjects with Resumo dyslexia. This explanation appeals to the fact that if speech sounds are poorly represented, stored Neste artigo se sintetizam alguns dos resultados mais or retrieved, then learning grapheme-phoneme relevantes da pesquisa destinada a avaliar a relação entre correspondences will be affected (Vellutino & problemas na nomeação rápida e as diferenças indivi- Fletcher, 2007). In support of the phonological de- duais no rendimento da leitura. Uma evidência conside- ficit hypothesis, robust behavioral evidence have rável mostra que os leitores disléxicos têm problemas na demonstrated that dyslexic readers perform poorly nomeação visual rápida. As pesquisas iniciais atribuíam on a variety of phonological tasks, such as tasks re- esta dificuldade a déficits no processamento fonológico, quiring verbal short-term memory (e.g., digit span), mas o achado recentemente sugere que os processos não- phonological awareness (e.g., phoneme deletion fonológicos podem estar na raiz da associação entre po- and rhyme judgments) and phonological decoding bres habilidades de nomeação rápida e o rendimento ao (e.g., pseudoword reading) (Wagner, Torgesen, & ler. A hipótese de que os problemas de nomeação rápida Rashotte, 1994; Ramus et al., 2003; Tijms, 2004). na dislexia representam um déficit central independente, In terms of brain organization, several studies have parece estar apoiada por: 1) alguns leitores disléxicos localized abnormalities in the perisylvian language apresentam problemas para a nomeação rápida, mas network of dyslexics compared to normal readers habilidades fonológicas intatas, 2) evidência de uma (for a recent review, see Richlan, Kronbichler, & associação independente entre a nomeação rápida e a Wimmer, 2009). competência de leitura em leitores disléxicos, quando 200<Avances en Psicología Latinoamericana/Bogotá (Colombia)/Vol. 29(2)/pp. 199-213/2011/ISSN1794-4724-ISSNe2145-4515 Susana Araújo, Luís Faísca, Karl Magnus Petersson, Alexandra Reis < However, heterogeneity of cognitive functio- Cutting, 1999). Serial rapid automatized naming, ning is often observed in dyslexic readers. For RAN, consists of a visually presented array of high example, some dyslexics perform at a normal level frequency items, such as letters, digits, colors or on phonological tasks (Di Filippo, De Luca, Judica, objects, repeated multiple times in a randomized Spinelli, & Zoccolotti, 2006; De Luca, Burani, Pai- order. The participant’s task is to name each of zi, Spinelli, & Zoccolotti, 2010). Thus, researchers these target stimuli as quickly as possible. Slow have questioned if the underlying cause of dyslexia performance on RAN tasks has long been known might be more varied than an isolated phonological to be associated with poor reading performance processing problem.